Ohio’s State Tests
ITEM RELEASE
SPRING 2016
BIOLOGY
Table of Contents
Questions 1 – 21: Content Summary and Answer Key………………………..………..iii
Question 1: Question and Scoring Guidelines.............................................................1
Question 1: Sample Responses.....................................................................................5
Question 2: Question and Scoring Guidelines.............................................................9
Question 2: Sample Responses...................................................................................13
Question 3: Question and Scoring Guidelines...........................................................17
Question 3: Sample Responses...................................................................................21
Question 4: Question and Scoring Guidelines...........................................................25
Question 4: Sample Responses...................................................................................29
Question 5: Question and Scoring Guidelines...........................................................33
Question 5: Sample Response.....................................................................................36
Question 6: Question and Scoring Guidelines...........................................................37
Question 6: Sample Response.....................................................................................40
Question 7: Question and Scoring Guidelines...........................................................41
Question 7: Sample Response.....................................................................................45
Question 8: Question and Scoring Guidelines...........................................................47
Question 8: Sample Responses...................................................................................51
Question 9: Question and Scoring Guidelines...........................................................57
Question 9: Sample Response.....................................................................................60
Question 10: Question and Scoring Guidelines.........................................................61
Question 10: Sample Response...................................................................................64
Question 11: Question and Scoring Guidelines.........................................................65
Question 11: Sample Response...................................................................................68
Question 12: Question and Scoring Guidelines.........................................................69
Question 12: Sample Responses.................................................................................73
Question 13: Question and Scoring Guidelines.........................................................77
Question 13: Sample Response...................................................................................80
Question 14: Question and Scoring Guidelines.........................................................81
Question 14: Sample Responses.................................................................................85
i
Question 15: Question and Scoring Guidelines.........................................................91
Question 15: Sample Response...................................................................................94
Question 16: Question and Scoring Guidelines.........................................................95
Question 16: Sample Response...................................................................................98
Question 17: Question and Scoring Guidelines.........................................................99
Question 17: Sample Response.................................................................................102
Question 18: Question and Scoring Guidelines.......................................................103
Question 18: Sample Responses...............................................................................107
Question 19: Question and Scoring Guidelines.......................................................111
Question 19: Sample Response.................................................................................114
Question 20: Question and Scoring Guidelines.......................................................115
Question 20: Sample Responses...............................................................................119
Question 21: Question and Scoring Guidelines.......................................................123
Question 21: Sample Response.................................................................................126
ii
Biology
Spring 2016 Item Release
Content Summary and Answer Key
Question
No.
Item
Type
1
Graphic
Response
Content
Strand
Content
Statement
Heredity
Modern Genetics
Classification
systems are
frameworks created
by scientists for
Diversity and
describing the vast
Interdependence diversity of
of Life
organisms,
indicating the
degree of
relatedness
between organisms.
Classification
systems are
frameworks created
by scientists for
Diversity and
describing the vast
Interdependence diversity of
of Life
organisms,
indicating the
degree of
relatedness
between organisms.
Answer
Key
Points
---
1 point
---
1 point
---
1 point
2
Graphic
Response
3
Graphic
Response
4
Graphic
Response
Evolution
Diversity of Life
---
1 point
5
Multiple
Choice
Heredity
Modern Genetics
B
1 point
6
Multiple
Choice
Heredity
Mutations
C
1 point
7
Multiple
Choice
Diversity and
Interdependence Ecosystems
of Life
B
1 point
iii
Biology
Spring 2016 Item Release
Content Summary and Answer Key
Question
No.
Item
Type
Content
Strand
8
Graphic
Response
Cells
9
Mutliple
Choice
10
Content
Statement
Answer
Key
Points
Cellular Processes
---
2 points
Heredity
Genetic
Mechanisms and
Inheritance
A
1 point
Mutliple
Choice
Cells
Cell Structure and
Function
C
1 point
11
Mutliple
Choice
Heredity
Mutations
A
1 point
12
Graphic
Response
Cells
Cell Structure and
Function
---
1 point
13
Mutliple
Choice
Evolution
Mechanisms
C
1 point
14
Graphic
Response
Classification
systems are
frameworks created
by scientists for
Diversity and
describing the vast
Interdependence diversity of
of Life
organisms,
indicating the
degree of
relatedness
between organisms.
---
1 point
15
Mutliple
Choice
Cells
Cell Structure and
Function
C
1 point
16
Mutliple
Choice
Evolution
Diversity of Life
B
1 point
17
Mutliple
Choice
Cells
Cell Structure and
Function
C
1 point
iv
Biology
Spring 2016 Item Release
Content Summary and Answer Key
Question
No.
Item
Type
Content
Strand
18
Graphic
Response
Cells
19
Content
Statement
Answer
Key
Points
---
1 point
Multiple
Choice
Classification
systems are
frameworks created
by scientists for
Diversity and
describing the vast
Interdependence diversity of
of Life
organisms,
indicating the
degree of
relatedness
between organisms.
B
1 point
20
Graphic
Response
Evolution
Diversity of Life
---
1 point
21
Multiple
Choice
Evolution
Diversity of Life
B
1 point
Cell Structure and
Function
v
Biology
Spring 2016 Item Release
Question 1
Question and Scoring Guidelines
1
Question 1
16408
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes:

“Unrelated” placed below “Rat B”;
AND

“Identical Sibling” placed below “Rat C”;
AND

“Sibling or parent” placed below “Rat D” (1 point).
2
Alignment
Content Strand
Heredity
Content Statement
Modern Genetics
Content Elaboration
Genes are segments of DNA molecules. The sequence of DNA bases in a
chromosome determines the sequence of amino acids in a protein. Inserting,
deleting or substituting segments of DNA molecules can alter genes.
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires students to use subject-specific conceptual knowledge to interpret
and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical
knowledge. Communicate with clarity, focus and organization using rich,
investigative scenarios, real-world data and valid scientific information.
Explanation of the Item
This item requires the student to infer genetic relationships between individuals
by comparing DNA banding produced through gel electrophoresis. A rat is a
diploid organism receiving 50% of its genetic material from each of its parent’s
gametes. By analyzing the bands created during gel electrophoresis, identical
matches, parents and siblings can be identified. The appearance of similar
bands provides evidence for the relationships between the rats. Rat B is
unrelated because there are no similar banding patterns compared to Rat A.
Rat C is identical to Rat A because the banding is identical. This means that Rat
A and C are identical siblings. Rat D has 3 of the 6 bands that are identical to
Rat A, which indicates that Rat D could be a parent or sibling.
3
Biology
Spring 2016 Item Release
Question 1
Sample Responses
5
Sample Response: 1 point
Notes on Scoring
This response earns full credit (1 point). The response identifies
the correct relationships of Rats B, C and D compared to Rat
A.
Rat B is unrelated since the banding patterns do not match.
Rat C is an identical sibling since the banding patterns are an
exact match. Rat D is either a sibling or parent since 3 of the 6
band sequences are an exact match, based on the fact that
rats are diploid and receive 50% of their genetic material
from each parent’s gamete.
6
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points). The response
incorrectly identifies the relationships of Rats B and C to Rat A.
The correct relationships are as follows:
Rat B is unrelated since the banding patterns do not match.
Rat C is an identical sibling since the banding patterns are an
exact match. Rat D is either a sibling or parent since 3 of the 6
band sequences are an exact match, based on the fact that
rats are diploid and receive 50% of their genetic material
from each parent’s gamete.
7
Biology
Spring 2016 Item Release
Question 2
Question and Scoring Guidelines
9
Question 2
16270
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes:

“B” placed in top box and “C” placed in 2nd-from-top box OR “C”
placed in top box and “B” placed in 2nd-from-top box;
AND

“E” placed in the box directly below “D”;
AND

“A” placed in the bottom box (1 point).
10
Alignment
Content Strand
Diversity and Interdependence of Life
Content Statement
Classification systems are frameworks created by scientists for describing the
vast diversity of organisms, indicating the degree of relatedness between
organisms.
Content Elaboration
Classification systems are frameworks developed by scientists for describing the
diversity of organisms, indicating the degree of relatedness between organisms.
Recent molecular-sequence data generally support earlier hypotheses
regarding lineages of organisms based upon morphological comparisons. Both
morphological comparisons and molecular evidence must be used to describe
biodiversity (cladograms can be used to address this).
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires students to use subject-specific conceptual knowledge to interpret
and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical
knowledge. Communicate with clarity, focus and organization using rich,
investigative scenarios, real-world data and valid scientific information.
Explanation of the Item
This item requires the student to determine evolutionary relationships based on
comparisons of amino acid sequences. The more differences found in amino
acid sequences, the more distantly related the organisms are to each other. The
evidence is contained in the table, “Differences in 113-Amino Acid Sequence.”
Organism A and the fact that it does not have any differences is the base
organism, which is annotated on a single lineage. Organisms B and C each
differ from Organism A by 11 amino acids and are therefore closely related to
each other and A. Organism E has the greatest number of amino acid
differences and is thus the furthest removed from Organism A.
11
Biology
Spring 2016 Item Release
Question 2
Sample Responses
13
Sample Response: 1 point
Notes on Scoring
This response earns full credit (1point). Using the cladogram,
the student identifies the correct evolutionary relationships
based on the amino acid sequences:
1. “B” is placed in the top box since it differs from “A” by
11 amino acid sequences;
2. “C” is placed in the 2nd-from-top box since it differs
from “A” by 11(10+1) amino acid sequences;
3. “E” is placed in the box directly below “D” since it
differs from “A” by 28 amino acid sequences; and
4. “A” is placed in the bottom box since it is the basis of
the comparison to which the others are linked.
14
Sample Response: 1 point
Notes on Scoring
This response earns full credit (1 point). Using the cladogram,
the student identifies the correct evolutionary relationships
based on the amino acid sequences.
15
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points). Using the cladogram,
the student incorrectly identifies the evolutionary relationships
based on the amino acid sequences.
16
Biology
Spring 2016 Item Release
Question 3
Question and Scoring Guidelines
17
Question 3
15589
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes:

“Diphyllodes” placed in the top box;
AND

“Manucodia” placed in the middle box;
AND

“Empidonax” placed in the bottom box (1 point).
18
Alignment
Content Strand
Diversity and Interdependence of Life
Content Statement
Classification systems are frameworks created by scientists for describing the
vast diversity of organisms, indicating the degree of relatedness between
organisms.
Content Elaboration
Classification systems are frameworks developed by scientists for describing the
diversity of organisms, indicating the degree of relatedness between organisms.
Recent molecular-sequence data generally support earlier hypotheses
regarding lineages of organisms based upon morphological comparisons. Both
morphological comparisons and molecular evidence must be used to describe
biodiversity (cladograms can be used to address this).
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires students to use subject-specific conceptual knowledge to interpret
and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical
knowledge. Communicate with clarity, focus and organization using rich,
investigative scenarios, real-world data and valid scientific information.
Explanation of the Item
This item requires the student to use DNA sequence data to construct a
cladogram of evolutionary relationships. The more differences found in the
nitrogen base sequence, the more distantly related the organisms are to each
other. The evidence is contained in the table, “DNA Sequences of Avian
Families.” The Avian family of Ptiloris is the base organism, which is annotated on
a single lineage. The Avian families Vireo and Diphyllodes differ by 4 nitrogenous
bases and are therefore the closest relatives to Ptiloris. The Avian family
Manucodia differs from Ptiloris by 6 nitrogenous bases and is thus the next closest
relative. Finally, the Avian family of Empidonax is the most distant relative with 10
different nitrogenous bases.
19
Biology
Spring 2016 Item Release
Question 3
Sample Responses
21
Sample Response: 1 point
Notes on Scoring
This response earns full credit (1 point). The response shows
complete understanding of how to infer evolutionary
relationships from DNA sequence data and how to depict
these relationships in a cladogram.
22
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points). The response does not
show understanding of how to infer evolutionary relationships
from DNA sequence data and how to depict these
relationships in a cladogram. The response does not make
the connection that Vireo and Diphyllodes each differ from
Ptiloris by 4 nucleic acid sites, a fact that initiates the correct
order by showing that Vireo and Diphyllodes are closely
related.
23
Biology
Spring 2016 Item Release
Question 4
Question and Scoring Guidelines
25
Question 4
14552
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes:

“DNA Sample #2” selected (1 point).
26
Alignment
Content Strand
Evolution
Content Statement
Diversity of Life
Content Elaboration
Populations evolve over time. Evolution is the consequence of the interactions
of:
1. the potential for a population to increase its numbers;
2. the genetic variability of offspring due to mutation and recombination of
genes;
3. a finite supply of the resources required for life: and
4. the differential survival and reproduction of individuals with the specific
phenotype.
Mutations are described in the content elaboration for Heredity. Apply the
knowledge of mutation and genetic drift to real-world examples.
Recent molecular-sequence data generally, but not always, support earlier
hypotheses regarding lineages of organisms based upon morphological
comparisons.
Cognitive Demand
Recalling Accurate Science (R)
Requires students to provide accurate statements about scientifically valid facts,
concepts and relationships. Recall only requires students to provide a rote
response, declarative knowledge or perform routine mathematical tasks. This
cognitive demand refers to students’ knowledge of science fact, information,
concepts, tools, procedures (being able to describe how) and basic principles.
Explanation of the Item
This item requires the student to analyze the results of a gel electrophoresis to
classify a sample. The evidence is in the table, “Gel Electrophoresis Results,”
which compares the known base sample labeled “Resistant DNA Sample” with
the unknown DNA samples labeled “DNA Sample [#1, #2 #3].” Through visual
analysis of the gel electrophoresis results, it can be determined that “DNA
Sample #2” is the only sample that matches the known “Resistant DNA Sample.”
27
Biology
Spring 2016 Item Release
Question 4
Sample Responses
29
Sample Response: 1 point
Notes on Scoring
This response earns full credit (1 point). The student correctly
identifies that “DNA Sample #2” is the only sample with the
additional segment that matches the “Resistant DNA
Sample.”
30
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points). The response
incorrectly selects all three samples as matches for the
“Resistant DNA Sample”; however, “DNA Sample #2” is the
only sample with the additional segment that matches the
“Resistant DNA Sample.” “DNA Sample #1” and “DNA
Sample #3” do not share the additional gene.
31
Biology
Spring 2016 Item Release
Question 5
Question and Scoring Guidelines
33
Question 5
16610
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. The removal of non-essential DNA
would not increase the crops’ ability to deal with hot, dry climates.
Rationale for Option B: Key – This would help the current plant exhibit traits of
the plants that better tolerate a dry climate.
Rationale for Option C: This is incorrect. RNA from non-crop plants would not
give the crop any advantages in hot, dry climates.
Rationale for Option D: This is incorrect. mRNA may be absorbed from the
fertilizer, but it has no long-term ability to increase the crops’ output in hot, dry
climates.
34
Alignment
Content Strand
Heredity
Content Statement
Modern Genetics
Content Elaboration
Genes are segments of DNA molecules. The sequence of DNA bases in a
chromosome determines the sequence of amino acids in a protein. Inserting,
deleting or substituting segments of DNA molecules can alter genes.
Cognitive Demand
Recalling Accurate Science (R)
Requires students to provide accurate statements about scientifically valid facts,
concepts and relationships. Recall only requires students to provide a rote
response, declarative knowledge or perform routine mathematical tasks. This
cognitive demand refers to students’ knowledge of science fact, information,
concepts, tools, procedures (being able to describe how) and basic principles.
Explanation of the Item
This item requires the student to identify a way that genetic engineering can be
used to produce better crops. Through the process of genetic engineering,
segments of DNA are replaced in an organism’s genetic composition (DNA) to
modify a physical trait, which provides the desired benefit to the engineered
organism. In this specific question, the desired trait is drought resistance. This item
assesses the student’s ability to identify a way that genetic engineering can be
used to produce more successful crops.
35
Sample Response: 1 point
36
Biology
Spring 2016 Item Release
Question 6
Question and Scoring Guidelines
37
Question 6
16652
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. This mutation does not cause a
change to the amino acid sequence.
Rationale for Option B: This is incorrect. This mutation does not cause a change
to the amino acid sequence.
Rationale for Option C: Key – This mutation does not cause a change to the
amino acid sequence.
Rationale for Option D: This is incorrect. This mutation does not cause a
change to the amino acid sequence.
38
Alignment
Content Strand
Heredity
Content Statement
Mutations
Content Elaboration
Genes are segments of DNA molecules. The sequence of DNA bases in a
chromosome determines the sequence of amino acids in a protein. Inserting,
deleting or substituting segments of DNA molecules can alter genes.
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires students to use subject-specific conceptual knowledge to interpret
and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical
knowledge. Communicate with clarity, focus and organization using rich,
investigative scenarios, real-world data and valid scientific information.
Explanation of the Item
This item requires the student to determine how a mutation in the DNA has
affected the amino acid gene product. A codon, a 3-nitrogenous base
sequence, codes for a specific amino acid. The table in this item, “Codons and
Amino Acids,” lists only 7 of the 64 codon examples and 5 of the 20 amino acids.
As evidenced in the table, a mutation in a codon may or may not affect the
amino acid(s) produced.
39
Sample Response: 1 point
40
Biology
Spring 2016 Item Release
Question 7
Question and Scoring Guidelines
41
Question 7
17913
Points Possible: 1
See Alignment for more detail.
42
Scoring Guidelines
Rationale for Option A: This is incorrect. This curve indicates that something
else is being introduced to the environment that eventually lowers the size of
the population.
Rationale for Option B: Key – As the number of individuals in a population
exceeds the carrying capacity, the population size falls below the carrying
capacity and eventually fluctuates around the carrying capacity.
Rationale for Option C: This is incorrect. A population size will not start at a
number above zero.
Rationale for Option D: This is incorrect. This growth curve suggests that
carrying capacity does not change a population's ability to grow
exponentially.
Alignment
Content Strand
Diversity and Interdependence of Life
Content Statement
Ecosystems
Content Elaboration
Mathematical graphing and algebraic knowledge (at the high school level)
must be used to explain concepts of carrying capacity and homeostasis within
biomes. Use real-time data to investigate population changes that occur locally
or regionally. Mathematical models can include exponential growth model and
the logistic growth model. The simplest version of the logistic growth model is
Population Growth Rate = rN (K-N) / K; the only new variable added to the
exponential model is K for carrying capacity.
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires students to use subject-specific conceptual knowledge to interpret
and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical
knowledge. Communicate with clarity, focus and organization using rich,
investigative scenarios, real-world data and valid scientific information.
43
Explanation of the Item
This item requires the student to communicate an understanding of how
carrying capacity affects change in ecosystems over time. Carrying capacity is
the maximum population size that resources in an environment can sustain for
that specific population. A population will increase in number using a logistical
curve until the carrying capacity is reached. Since environments will naturally
fluctuate, the carrying capacity will also fluctuate around the theoretical limit
marked by the dashed line.
44
Sample Response: 1 point
45
Biology
Spring 2016 Item Release
Question 8
Question and Scoring Guidelines
47
Question 8
16685
Points Possible: 2
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes:

For Part A: “Ethanol” and “CO2” placed individually in the boxes (1 point);
AND

For Part B: “35º C” placed in the box (1 point).
48
Alignment
Content Strand
Cells
Content Statement
Cellular Processes
Content Elaboration
A living cell is composed of a small number of elements, mainly carbon,
hydrogen, nitrogen, oxygen, phosphorous and sulfur. Carbon, because of its
small size and four available bonding electrons, can join to other carbon atoms
in chains and rings to form large and complex molecules. The essential functions
of cells involve chemical reactions that involve water and carbohydrates,
proteins, lipids and nucleic acids. A special group of proteins, enzymes, enables
chemical reactions to occur within living systems.
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires students to use subject-specific conceptual knowledge to interpret
and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical
knowledge. Communicate with clarity, focus and organization using rich,
investigative scenarios, real-world data and valid scientific information.
Explanation of the Item
This item requires the student to identify the products of fermentation in an
oxygen-free environment and to identify the optimal temperature for
fermentation based on the data provided. Fermentation is an anaerobic
reaction where glucose in an aqueous solution results in energy, ethanol and
carbon dioxide.
49
Biology
Spring 2016 Item Release
Question 8
Sample Responses
51
Sample Response: 2 points
Notes on Scoring
This response earns full credit (2 points). The response
correctly enters the products for fermentation in Part A
(“Ethanol” and “CO2”) and correctly enters the optimal
fermentation temperature in Part B (“35º C”).
52
Sample Response: 1 point
Notes on Scoring
This response earns partial credit (1 point) because it
incorrectly enters “Glucose” as a product of fermentation.
Glucose is a reactant (consumed) during fermentation, not a
product.
The response receives 1 point because the student correctly
enters the optimal fermentation temperature in Part B (“35º
C”).
53
Sample Response: 1 point
Notes on Scoring
This response earns partial credit (1 point) because it
incorrectly enters “25º C” as the optimal temperature for
fermentation. In the chart in this item (“Anaerobic
Fermentation Results”) 25º C produced only 2.91g in trial 1
and 2.75g in trial 2, whereas at 35º C, 5.17g was produced in
trial 1 and 4.97g was produced in trial 2. The optimal
temperature produced the most CO2.
The response receives 1 point because the student correctly
enters fermentation products in Part A (“Ethanol” and “CO2”).
54
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points). The response
incorrectly enters “H2O” as a product of fermentation and
“25º C” as the optimal temperature for fermentation. H2O is a
reactant in the fermentation reaction, not a product.
Additionally, in the chart in this item (“Anaerobic
Fermentation Results”), 25º C produced only 2.91g in trial 1
and 2.75g in trial 2, whereas at 35º C, 5.17g was produced in
trial 1 and 4.97g was produced in trial 2. The optimal
temperature produced the most CO2.
55
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points). The response
incorrectly enters “H2O” and “Glucose” as products of
fermentation and “20º C” as the optimal temperature for
fermentation. H2O and Glucose are reactants in the
fermentation reaction, not products. Additionally, in the
chart in this item (“Anaerobic Fermentation Results”), 20º C
produced only 1.81g in trial 1 and 1.94g in trial 2, whereas at
35º C, 5.17g was produced in trial 1 and 4.97g was produced
in trial 2. The optimal temperature produced the most CO2.
56
Biology
Spring 2016 Item Release
Question 9
Question and Scoring Guidelines
57
Question 9
17542
Points Possible: 1
See Alignment for more detail.
58
Scoring Guidelines
Rationale for Option A: Key – The female offspring receive one
X-chromosome from the father. Since the father carries the dominant allele
on his X-chromosome and the mother is homozygous recessive on both
X-chromosomes, the female will be heterozygous dominant.
Rationale for Option B: This is incorrect. The female offspring receive one
X-chromosome from the father. Since the father carries the dominant allele
on his X-chromosome and the mother is homozygous recessive on both
X-chromosomes, the female will be heterozygous dominant, not homozygous
recessive.
Rationale for Option C: This is incorrect. The individual in question is a female
and will not possess a Y-chromosome.
Rationale for Option D: This is incorrect. The individual in question is a female
and will not possess a Y-chromosome.
Alignment
Content Strand
Heredity
Content Statement
Genetic Mechanisms and Inheritance
Content Elaboration
Genetic mechanisms, both classical and modern including incomplete
dominance, sex-linked traits, goodness of fit test (Chi-square) and dihybrid
crosses are investigated through real-world examples. Dihybrid crosses can be
used to explore linkage groups. Gene interactions and phenotypic effects can
be introduced using real-world examples (e.g. polygenic inheritance, epistasis,
and pleiotropy).
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires students to use subject-specific conceptual knowledge to interpret
and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical
59
knowledge. Communicate with clarity, focus and organization using rich,
investigative scenarios, real-world data and valid scientific information.
Explanation of the Item
This item requires the student to demonstrate an understanding of the genetic
mechanisms of inheritance. In this scenario, the traits “B” (dominant for shorttailed) and “b” (recessive for long-tailed) are sex-linked. Since there is an
affected female (XX), the traits must be linked to the sex chromosome X.
Therefore, the genotype of “1” (affected female) must be either XBXB or XBXb,
and the genotype for “2” (unaffected male) must be XbY. The offspring of “1”
and “2” is “3” (unaffected female), so her genotype must be XbXb, and the
genotype of “1” must therefore be XBXb. Since “6” is the female offspring
resulting from the mating of “3” (XbXb) and the affected male, “4” (XBY), the
genotype of “6” is XBXb because the XB must be donated by the male parent
(“4”) and the Xb by the female parent (“3”).
Sample Response: 1 point
60
Biology
Spring 2016 Item Release
Question 10
Question and Scoring Guidelines
61
Question 10
16331
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. This diagram is representative of a cell
from a fungus.
Rationale for Option B: This is incorrect. This diagram shows an animal cell.
Rationale for Option C: Key – This cell has a cell wall but lacks internal
membrane-bound compartments (organelles).
Rationale for Option D: This is incorrect. This diagram shows a plant cell.
62
Alignment
Content Strand
Cells
Content Statement
Cell Structure and Function
Content Elaboration
The cell is a system that conducts a variety of functions associated with life.
Details of cellular processes such as photosynthesis, chemosynthesis, cellular
respiration, cell division and differentiation are studied at this grade level.
Additionally, cellular organelles studied are cytoskeleton, Golgi complex and
endoplasmic reticulum.
From about 4 billion years ago to about 2 billion years ago, only simple, singlecelled microorganisms are found in the fossil record. Once cells with nuclei
developed about a billion years ago, increasingly complex multicellular
organisms evolved.
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires students to use subject-specific conceptual knowledge to interpret
and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical
knowledge. Communicate with clarity, focus and organization using rich,
investigative scenarios, real-world data and valid scientific information.
Explanation of the Item
This item requires the student to identify which cell is a prokaryotic cell. Since
options A, B and D have membrane-bound organelles, option C must be a
prokaryote.
63
Sample Response: 1 point
64
Biology
Spring 2016 Item Release
Question 11
Question and Scoring Guidelines
65
Question 11
17855
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: Key – Enzymes are proteins produced from information
coded in nucleic acids. A mutation that occurs during DNA replication can
lead to the production of new enzymes.
Rationale for Option B: This is incorrect. Photosynthesis converts light energy
into stored chemical energy; it does not cause mutations in DNA to occur.
Rationale for Option C: This is incorrect. Cellular respiration produces usable
energy in the form of ATP from stored chemical energy in sugars; it does not
cause mutations in DNA to occur.
Rationale for Option D: This is incorrect. The movement of molecules in and out
of cells does not cause mutations in DNA to occur.
66
Alignment
Content Strand
Heredity
Content Statement
Mutations
Content Elaboration
Genes are segments of DNA molecules. The sequence of DNA bases in a
chromosome determines the sequence of amino acids in a protein. Inserting,
deleting or substituting segments of DNA molecules can alter genes.
An altered gene may be passed on to every cell that develops from it. The
resulting features may help, harm or have little or no effect on the offspring’s
success in its environments.
Gene mutations (when they occur in gametes) can be passed on to offspring.
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires students to use subject-specific conceptual knowledge to interpret
and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical
knowledge. Communicate with clarity, focus and organization using rich,
investigative scenarios, real-world data and valid scientific information.
Explanation of the Item
This item requires the student to communicate an understanding of the
molecular basis of inheritance by selecting an explanation for how mutations
occur. A genetic mutation is passed on to any cell that replicates from the
parent cell through its DNA by mitosis. Only if the genetic mutation occurs in a
gamete through meiosis will the mutation be passed on to the offspring.
67
Sample Response: 1 point
68
Biology
Spring 2016 Item Release
Question 12
Question and Scoring Guidelines
69
Question 12
15527
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes:

“Channel” placed in the left box;
AND

“Phospholipids” placed in the center box;
AND

“ATP Pump” placed in the right box (1 point).
70
Alignment
Content Strand
Cells
Content Statement
Cell Structure and Function
Content Elaboration
Every cell is covered by a membrane that controls what can enter and leave
the cell. In all but quite primitive cells, a complex network of proteins provides
organization and shape. Within the cell are specialized parts for the transport of
materials, energy transformation, protein building, waste disposal, information
feedback and movement. In addition to these basic cellular functions, most
cells in multicellular organisms perform some specific functions that others do
not.
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires students to use subject-specific conceptual knowledge to interpret
and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical
knowledge. Communicate with clarity, focus and organization using rich,
investigative scenarios, real-world data and valid scientific information.
Explanation of the Item
This item requires the student to determine the correct membrane transport
mechanism for different substances given the identity and concentration
gradient of each substance.



The “Channel” (protein channel) allows large-sized molecules, such as
glucose, to cross. Since glucose is water soluble, it is transported through
the protein channel with the concentration gradient (high concentration
to low concentration) without the expenditure of energy.
The “Phospholipids” (phospholipid layer) diffuse oxygen across the
membrane without expenditure of energy using the concentration
gradient (high concentration to lower concentration).
The “ATP Pump” allows large-sized molecules such as sodium to be
transported against the concentration gradient (low concentration to
high concentration), requiring energy through expenditure of ATP.
71
Biology
Spring 2016 Item Release
Question 12
Sample Responses
73
Sample Response: 1 point
Notes on Scoring
This response earns full credit (1 point) because the student
correctly places the following:



“Channel” in the left box, due to the large size of the
glucose molecule and the fact that glucose is water
soluble.
“Phospholipids” in the center box, due to the fact that
oxygen is diffusing across the phospholipids with the
concentration gradient (high concentration to lower
concentration).
“ATP Pump” in the right box, due to the fact that
sodium is being transported against the concentration
gradient (low concentration to high concentration),
requiring energy through expenditure of ATP.
74
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points) because the student
incorrectly places all three membrane segments in the boxes:



Glucose, which is a large, water-soluble molecule,
could not diffuse across a phospholipid membrane
even with the concentration gradient.
Oxygen would diffuse across the phospholipid
membrane without the expenditure of ATP/energy.
Sodium requires active transport and expenditure of
ATP/energy since it is transported against the
concentration gradient.
75
Biology
Spring 2016 Item Release
Question 13
Question and Scoring Guidelines
77
Question 13
17494
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. This is a misconception that a physical
characteristic (e.g., webbed toes) is controlled by the environment. The trait
must naturally occur in the population through genetic variation or mutation,
and then it must provide a survival advantage allowing individuals with the
trait to reproduce more successfully, impacting the population.
Rationale for Option B: This is incorrect. This is a misconception that a physical
characteristic was grown due to change in the environment (e.g., webbing).
The trait must naturally occur in the population through genetic variation or
mutation, and then it must provide a survival advantage allowing individuals
with the trait to reproduce more successfully, impacting the population.
Rationale for Option C: Key – The trait (webbed toes) naturally occurred in the
population and provided a survival advantage allowing individuals with the
trait to reproduce more successfully, impacting the population.
Rationale for Option D: This is incorrect. This is a misconception that change in
the environment (e.g., increased water levels) affects the mutation rate. The
trait must naturally occur in the population through genetic variation or
mutation, and then it must provide a survival advantage allowing individuals
with the trait to reproduce more successfully, impacting the population.
78
Alignment
Content Strand
Evolution
Content Statement
Mechanisms
Content Elaboration
Heritable characteristics influence how likely an organism is to survive and
reproduce in a particular environment. When an environment changes, the
survival value of inherited characteristics may change. This may or may not
cause a change in species that inhabit the environment. Formulate and revise
explanations for gene flow and sexual selection based on real-world problems.
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires students to use subject-specific conceptual knowledge to interpret
and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical
knowledge. Communicate with clarity, focus and organization using rich,
investigative scenarios, real-world data and valid scientific information.
Explanation of the Item
This item requires the student to determine the effect of environment on the
survival of organisms through the process of natural selection. The process of
natural selection requires a trait to exist within a population. It is the exhibition of
this trait that provides the advantage that allows individuals with the trait to
reach reproductive age. These individuals then produce more offspring than the
individuals without the trait, thus increasing the frequency of the trait within the
population. In this example, webbed toes offer an advantage in the changing
environment, allowing those mice to out-reproduce the mice without the trait.
79
Sample Response: 1 point
80
Biology
Spring 2016 Item Release
Question 14
Question and Scoring Guidelines
81
Question 14
14824
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes:

“Species X” placed in the 2nd box from the left;
AND

“Species Y” placed in the 3rd OR 4th box from the left (1 point).
82
Alignment
Content Strand
Diversity and Interdependence of Life
Content Statement
Classification systems are frameworks created by scientists for describing the
vast diversity of organisms, indicating the degree of relatedness between
organisms.
Content Elaboration
Recent molecular-sequence data generally support earlier hypotheses
regarding lineages of organisms based upon morphological comparisons. Both
morphological comparisons and molecular evidence must be used to describe
biodiversity (cladograms can be used to address this).
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires students to use subject-specific conceptual knowledge to interpret
and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical
knowledge. Communicate with clarity, focus and organization using rich,
investigative scenarios, real-world data and valid scientific information.
Explanation of the Item
This item requires the student to place organisms in an existing cladogram based
on the traits of the organisms. The evidence used to complete the cladogram is
contained in the table. Species X exhibited the physical traits “Exoskeleton,”
“Compound Eyes” and “Mandibles.” Species Y exhibited the same physical
traits as Species X with the addition of “Antennae.” The student must trace the
emergence of the traits in order to properly position the species in the
cladogram.
83
Biology
Spring 2016 Item Release
Question 14
Sample Responses
85
Sample Response: 1 point
Notes on Scoring
This response earns full credit (1 point) because of the reasons
below.
“Species X” was placed in the 2nd box from the left. The
student correctly determined this by referring to the
cladogram and tracing the physical characteristics of
“Exoskeleton,” “Compound Eyes” and “Mandibles.” “Species
X” does not have “Antennae,” so the departure was
between the two characteristics of “Mandibles” and
“Antennae.”
“Species Y” was placed in the 4th box from the left. The
student correctly determined this by looking at the
cladogram and tracing the physical characteristics. Since
“Species Y” had the same three characteristics as “Species
X” with the addition of “Antennae,” the only available boxes
for this species are the 3rd or 4th boxes from the left.
86
Sample Response: 1 point
Notes on Scoring
This response earns full credit (1 point) because of the reasons
below.
“Species X” was placed in the 2nd box from the left. The
student correctly determined this by referring to the
cladogram and tracing the physical characteristics of
“Exoskeleton,” “Compound Eyes” and “Mandibles.” “Species
X” does not have “Antennae,” so the departure was
between the two characteristics of “Mandibles” and
“Antennae.”
“Species Y” was placed in the 3rd box from the left. The
student correctly determined this by looking at the
cladogram and tracing the physical characteristics. Since
“Species Y” had the same three characteristics as “Species
X” with the addition of “Antennae,” the only available boxes
for this species are the 3rd or 4th boxes from the left.
87
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points) because of the
reasons below.
The student incorrectly places “Species X” in the 1st box from
the left, omitting the physical characteristic of “Mandibles”
that was exhibited.
The student also incorrectly places “Species Y” in the 2nd box
from the left, omitting the physical characteristic of
“Antennae” that was exhibited.
88
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points) because of the
reasons below.
The student incorrectly places “Species Y” in the 2nd box
from the left, omitting the physical characteristic of
“Antennae” that was exhibited.
The student also incorrectly places “Species X” in the 4th box
from the left, adding the physical characteristic of
“Antennae” that was not exhibited.
89
Biology
Spring 2016 Item Release
Question 15
Question and Scoring Guidelines
91
Question 15
16333
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. Cell walls are found in plant cells, not
animal cells.
Rationale for Option B: This is incorrect. The Golgi complex does not aid in cell
support.
Rationale for Option C: Key – The cell membrane and cytoskeleton work
together to provide support and structure for animal cells.
Rationale for Option D: This is incorrect. The endoplasmic reticulum is not part
of a cell structure.
92
Alignment
Content Strand
Cells
Content Statement
Cell Structure and Function
Content Elaboration
Every cell is covered by a membrane that controls what can enter and leave
the cell. In all but quite primitive cells, a complex network of proteins provides
organization and shape. Within the cell are specialized parts for the transport of
materials, energy transformation, protein building, waste disposal, information
feedback and movement. In addition to these basic cellular functions, most
cells in multicellular organisms perform some specific functions that others do
not.
Cognitive Demand
Recalling Accurate Science (R)
Requires students to provide accurate statements about scientifically valid facts,
concepts and relationships. Recall only requires students to provide a rote
response, declarative knowledge or perform routine mathematical tasks. This
cognitive demand refers to students’ knowledge of science fact, information,
concepts, tools, procedures (being able to describe how) and basic principles.
Explanation of the Item
This item requires the student to identify which organelles give structure and
support to animal cells. The only pair of organelles listed that gives both structure
and support in animal cells is the cell membrane and cytoplasm. The cell wall,
although it does provide support, is only present in plant cells. The Golgi complex
and endoplasmic reticulum do not have a support function.
93
Sample Response: 1 point
94
Biology
Spring 2016 Item Release
Question 16
Question and Scoring Guidelines
95
Question 16
17413
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. Mutations would add to the genetic
diversity if the mutation occurred in a gamete. The mutation would not be
passed to the offspring if it occurred in a somatic cell.
Rationale for Option B: Key – Today’s cheetah underwent a sharp decline in
population, creating a genetic bottleneck. Today’s cheetah genetic pool is
based on these relatively few survivors. This bottleneck created a decrease in
genetic diversity within the current cheetah population.
Rationale for Option C: This is incorrect. By the definition of a species, cheetahs
cannot interbreed with other species of large cats. If possible, this would add
to the genetic diversity rather than subtract from it.
Rationale for Option D: This is incorrect. Sharing a common ancestor would
have no effect on the cheetah’s genetic diversity.
96
Alignment
Content Strand
Evolution
Content Statement
Diversity of Life
Content Elaboration
Heritable characteristics influence how likely an organism is to survive and
reproduce in a particular environment. When an environment changes, the
survival value of inherited characteristics may change. This may or may not
cause a change in species that inhabit the environment. Formulate and revise
explanations for gene flow and sexual selection based on real-world problems.
Cognitive Demand
Recalling Accurate Science (R)
Requires students to provide accurate statements about scientifically valid facts,
concepts and relationships. Recall only requires students to provide a rote
response, declarative knowledge or perform routine mathematical tasks. This
cognitive demand refers to students’ knowledge of science fact, information,
concepts, tools, procedures (being able to describe how) and basic principles.
Explanation of the Item
This item requires the student to recall factors that limit the genetic diversity
within a population. Today’s cheetahs underwent a sharp decline in population,
creating a genetic bottleneck. Today’s cheetah genetic pool is based on
relatively few survivors. This bottleneck created a decrease in genetic diversity
within the current cheetah population.
97
Sample Response: 1 point
98
Biology
Spring 2016 Item Release
Question 17
Question and Scoring Guidelines
99
Question 17
16329
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. The characteristics of this cell are
typical of a plant cell.
Rationale for Option B: This is incorrect. The characteristics of this cell are
typical of an animal cell.
Rationale for Option C: Key – The characteristics of this cell are typical of a
prokaryote.
Rationale for Option D: This is incorrect. The characteristics of this cell are
typical of a fungus.
100
Alignment
Content Strand
Cells
Content Statement
Cell Structure and Function
Content Elaboration
The cell is a system that conducts a variety of functions associated with life.
Details of cellular processes such as photosynthesis, chemosynthesis, cellular
respiration, cell division and differentiation are studied at this grade level.
Additionally, cellular organelles studied are cytoskeleton, Golgi complex and
endoplasmic reticulum.
From about 4 billion years ago to about 2 billion years ago, only simple, singlecelled microorganisms are found in the fossil record. Once cells with nuclei
developed about a billion years ago, increasingly complex multicellular
organisms evolved.
Cognitive Demand
Recalling Accurate Science (R)
Requires students to provide accurate statements about scientifically valid facts,
concepts and relationships. Recall only requires students to provide a rote
response, declarative knowledge or perform routine mathematical tasks. This
cognitive demand refers to students’ knowledge of science fact, information,
concepts, tools, procedures (being able to describe how) and basic principles.
Explanation of the Item
This item requires the student to distinguish a prokaryotic cell from other cell
types based on its features. Prokaryotic cells are the most ancient life forms on
Earth. Although they do have DNA used to transfer genetic information, the DNA
is found in a nucleoid (nucleus-like). Prokaryotes do not have membrane-bound
organelles, such as a true nucleus or chloroplasts. A true nucleus and
membrane-bound organelles are traits of eukaryotes.
101
Sample Response: 1 point
102
Biology
Spring 2016 Item Release
Question 18
Question and Scoring Guidelines
103
Question 18
16190
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes:

A “2” and a “6” placed individually in the boxes (1 point).
104
Alignment
Content Strand
Cells
Content Statement
Cell Structure and Function
Content Elaboration
Within the cell are specialized parts for the transport of materials, energy
transformation, protein building, waste disposal, information feedback and
movement. In addition to these basic cellular functions, most cells in multicellular
organisms perform some specific functions that others do not.
Cognitive Demand
Recalling Accurate Science (R)
Requires students to provide accurate statements about scientifically valid facts,
concepts and relationships. Recall only requires students to provide a rote
response, declarative knowledge or perform routine mathematical tasks. This
cognitive demand refers to students’ knowledge of science fact, information,
concepts, tools, procedures (being able to describe how) and basic principles.
Explanation of the Item
This item requires the student to identify plant cell structures that perform various
functions. Plant Cells are eukaryotes, which exhibit membrane-bound
organelles. The numbered organelles shown are: “1,” a chloroplast that contains
chlorophyll and the site of photosynthesis; “2,” the Golgi body, which is
responsible for the modification, sorting and packaging of proteins; “3,” a
vacuole responsible for temporary storage; “4,” the outermost layer of a plant
cell, which is the cell wall, responsible for rigid structure and support; “5,” the
nucleus, which is the control center of the cell, housing the DNA; “6,” the
endoplasmic reticulum, which is responsible for the transport of proteins and
materials; and “7,” the mitochondria, which is responsible for the conversion of
glucose to ATP and is the “energy plant” of the cell. Mitochondria have their
own heredity information and can self-replicate.
105
Biology
Spring 2016 Item Release
Question 18
Sample Responses
107
Sample Response: 1 point
Notes on Scoring
This response earns full credit (1 point) because the student
correctly places a “2,” identifying the Golgi body, and a “6,”
identifying the rough endoplasmic reticulum, individually in
the boxes.
108
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points) because the student
incorrectly identifies the nucleus (“5”) and mitochondrion
(“7”) as organelles that modify and transport proteins out of
the cell.
109
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points) because the student
incorrectly identifies the mitochondrion (“7”) as an organelle
that can modify and transport proteins out of the cell. The
student correctly identifies the Golgi body (“2”) as an
organelle that can modify and transport proteins out of the
cell; however, the student must identify both organelles
correctly in order to receive credit.
110
Biology
Spring 2016 Item Release
Question 19
Question and Scoring Guidelines
111
Question 19
16037
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. While C. valerioi and C. rosea are more
closely related to each other than to C. cupulata, C. cylindrica is more closely
related to C. rosea since they are nested more closely in the cladogram that
was constructed based on DNA sequences.
Rationale for Option B: Key – C. rosea and C. cylindrica are nested the most
closely in the cladogram that was constructed based on DNA sequences, so
they would be the most closely related of the species, based on the
cladogram.
112
Rationale for Option C: This is incorrect. C. cupulata is the least closely related
to the other three species in the cladogram based on the links presented in
the cladogram. The general positioning of C. cupulata at the top does not
indicate relatedness of the species.
Rationale for Option D: This is incorrect. All four of the species come from the
same genus Clusia. C. rosea and C. cylindrica are nested the most closely in
the cladogram that was constructed based on DNA sequences, so they
would be the most closely related of the four species.
Alignment
Content Strand
Diversity and Interdependence of Life
Content Statement
Classification systems are frameworks created by scientists for describing the
vast diversity of organisms, indicating the degree of relatedness between
organisms.
Content Elaboration
Recent molecular-sequence data generally support earlier hypotheses
regarding lineages of organisms based upon morphological comparisons. Both
morphological comparisons and molecular evidence must be used to describe
biodiversity (cladograms can be used to address this).
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires students to use subject-specific conceptual knowledge to interpret
and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical
knowledge. Communicate with clarity, focus and organization using rich,
investigative scenarios, real-world data and valid scientific information.
Explanation of the Item
This item requires the student to interpret a cladogram to determine the
relatedness of species. The cladogram was constructed based on DNA
sequences. C. rosea and C. cylindrica are nested the most closely and share a
common ancestor, so they would be the most closely related of the species
based on their placement in the cladogram.
113
Sample Response: 1 point
114
Biology
Spring 2016 Item Release
Question 20
Question and Scoring Guidelines
115
Question 20
16579
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes:

“No change” placed next to “B allele”;
AND

“No change” placed next to “b allele” (1 point).
116
Alignment
Content Strand
Evolution
Content Statement
Diversity of Life
Content Elaboration
The great diversity of organisms and ecological niches they occupy result from
more than 3.5 billion years of evolution. Some ecosystems can be reasonably
persistent over hundreds or thousands of years. Like many complex systems,
ecosystems tend to have cyclic fluctuations around a state of rough equilibrium.
In the long run, however, ecosystems always change as geological or biological
conditions vary. Misconceptions about population growth capacity, interspecies
and intra-species competition for resources, and what occurs when a species
immigrates to or emigrates from ecosystems are included in this topic.
Technology must be used to access real-time/authentic data to study
population changes and growth in specific locations.
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires students to use subject-specific conceptual knowledge to interpret
and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical
knowledge. Communicate with clarity, focus and organization using rich,
investigative scenarios, real-world data and valid scientific information.
Explanation of the Item
This item requires the student to use knowledge of incomplete dominance to
predict the changes in allele frequencies in a population. Since the
heterozygous condition of medium brown (Bb) is being selected by predation,
there is a 1:1 reduction in the alleles. Therefore, the relative frequencies would
not change.
117
Biology
Spring 2016 Item Release
Question 20
Sample Responses
119
Sample Response: 1 point
Notes on Scoring
This response earns full credit (1 point) because the student
correctly places “No change” next to “B allele,” and “No
change” next to “b allele.”
120
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points) because the student
incorrectly places “Increases” next to “B allele.” “B allele”
would stay the same, not increase.
121
Biology
Spring 2016 Item Release
Question 21
Question and Scoring Guidelines
123
Question 21
17498
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. According to the given information,
rabbits were introduced to Australia; therefore, there are no native rabbit
species with which to breed.
Rationale for Option B: Key – Rabbits with the advantageous characteristic of
being immune or partially immune to the virus would be able to survive and
reproduce, passing this advantage to their offspring. The population of rabbits
would begin to increase again.
Rationale for Option C: This is incorrect. An organism cannot “learn” to survive
a disease or infection.
Rationale for Option D: This is incorrect. Organisms cannot change their
reproductive cycles at will.
124
Alignment
Content Strand
Evolution
Content Statement
Diversity of Life
Content Elaboration
The great diversity of organisms and ecological niches they occupy result from
more than 3.5 billion years of evolution. Some ecosystems can be reasonably
persistent over hundreds or thousands of years. Like many complex systems,
ecosystems tend to have cyclic fluctuations around a state of rough equilibrium.
In the long run, however, ecosystems always change as geological or biological
conditions vary. Misconceptions about population growth capacity, interspecies
and intra-species competition for resources, and what occurs when a species
immigrates to or emigrates from ecosystems are included in this topic.
Technology must be used to access real-time/authentic data to study
population changes and growth in specific locations.
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires students to use subject-specific conceptual knowledge to interpret
and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical
knowledge. Communicate with clarity, focus and organization using rich,
investigative scenarios, real-world data and valid scientific information.
Explanation of the Item
This item requires the student to understand how genetic variation within a
species can enable individuals with advantageous characteristics to survive.
The process of natural selection requires a trait (e.g., resistance to a virus) to exist
within a population. It is the exhibition of this trait that provides the advantage
that allows individuals with the trait to reach reproductive age. These individuals
then produce more offspring than the individuals without the trait, which
increases the frequency of the trait within the population. In this example, the
viral resistance offered an advantage in the changing environment, allowing
those rabbits to out-reproduce the rabbits without the trait.
125
Sample Response: 1 point
126
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